Project Recuerdo: Honoring Latinx Families’ Knowledge Within the School (Article)
This article provides a method to bridge home to school through the use of a home to school bi-lingual journal which validates the experiences of Latinx families and learners and integrates it into the curriculum.
Citation/Source
Lopez, M., Butvilofsky, S. A., Le, K., & Gumina, D. (2022). Project Recuerdo: Honoring Latinx Families’ Knowledge Within the School. Reading Teacher, 75(4), 429–440. https://doi.org/10.1002/trtr.2062
Publication Date 2024
Addressing Issues of Equity Using the Cross-Pollination of Universal Design for Learning and Culturally Responsive Teaching (Article)
The authors discuss the need to use UDL and CRT in instruction. They argue that pre service and inservice teachers are culturally situated within cultural and linguistic groups. It is important for pre- and in-service teachers to understand this cross-pollination when using the UDL Guidelines as an implementation tool in their classrooms to proactively identify and address potential barriers to student learning while sustaining their students' cultural and linguistic identities.
Citation/Source
Takemae, N., Nicoll-Senft, J., & Tyler, R. M. (2022). Addressing Issues of Equity Using the Cross-Pollination of Universal Design for Learning and Culturally Responsive Teaching. PDS Partners: Bridging Research to Practice, 17(1), 9–15.
Publication Date 2024
Mark Anthony Gooden on Culturally Responsive School Leadership (Article)
The authors discuss the need for Cultuarlly Responsive School Leadership (CRSL) both in districts and within the educational leadership programs. The describe CRSL as an equity focused lens that interrogates and disrupts cultural and racial bias.
Citation/Source
Rebora, A. (2023). Mark Anthony Gooden on Culturally Responsive School Leadership. Educational Leadership, 80(8), 14–19
Publication Date 2024
The Aftermath of Disproportionality Citations: Situating Disability-race Intersections in Historical, Spatial, and Sociocultural Contexts
The authors examined stakeholders responses to a number of citations on racial disparities. The authors discuss how a number of factors shape disability and discipline racial disparities in the district.The aftermath of disproportionality citations: Situating disability-race intersections in historical, spatial, and sociocultural contexts.
Citation/Source
Tefera, A. A., Artiles, A. J., Kramarczuk Voulgarides, C., Aylward, A., & Alvarado, S. (2023). The aftermath of disproportionality citations: Situating disability-race intersections in historical, spatial, and sociocultural contexts. American Educational Research Journal, 00028312221147007.
Publication Date 2024
Culturally Responsive-Sustaining Education Comprehensive District Self-Assessment (PDF)
The Culturally Responsive-Sustaining Education (CR-SE) self-assessment was designed to support districts to develop and invest in culturally responsive school environments for every child. The CR-SE self-assessment supports the effort to make CR-SE systemic and sustaining by by outlining the beliefs, policies and practices critical to building and fostering culturally responsive and sustaining learning environments.
Citation/Source
Swier, Reed, Maria Hernandez, and David Lopez. 2021. Culturally Responsive-Sustaining Education Comprehensive District Self-Assessment. New York: Metropolitan Center for Research on Equity and the Transformation of Schools, New York University, https://steinhardt.nyu.edu/sites/default/files/2021-09/CRSEDistrictSelfAssesmentfinal-Fillable-ToUpload.pdf (accessed January 30, 2023).
Publication Date 2024
Culturally Responsive ELA Curriculum Scorecard
The tool created by NYU Metro Center aims to assist parents, teachers, students, and community members in evaluating the cultural responsiveness of their schools' English Language Arts curricula. Through this process, we aim to stimulate reflection on optimal learning approaches, content, and methods to enhance student engagement. Our tool draws upon diverse resources such as multicultural rubrics, anti-bias rubrics, textbook evaluations, and standards for culturally inclusive education. We have enriched these resources with supplementary questions to offer a thorough assessment tool. For complete information on the development of this tool, please refer to the Scorecard Development section at bit.ly/CRCScorecard.
Citation/Source
Citation: Bryan-Gooden, J., M. Hester, and L. Q. Peoples. 2023. Culturally Responsive ELA Curriculum Scorecard. New York: Metropolitan Center for Research on Equity and the Transformation of Schools, New York University.
Publication Date 2024
Culturally Responsive ELA Curriculum Scorecard
New York University’s Metro Center designed this tool to help parents, teachers, students, and community members determine the extent to which their schools’ English Language Arts curricula are (or are not) culturally responsive. This process provokes thinking about how students should learn, what they should learn, and how curriculum can be transformed to engage students effectively.
Citation/Source
J. Bryan-Gooden, M. Hester, & L. Q. Peoples. (2023). Culturally Responsive ELA Curriculum Scorecard. New York: Metropolitan Center for Research on Equity and the Transformation of Schools, New York University. Accessed March 25, 2024.
Publication Date 2024
Culturally Responsive Evidence-Based Practices for Black Males with Emotional Behavioral Disorders (Website)
Students of color, especially Black males identified as having emotional behavior disorders (EBD), are overrepresented in exclusionary practices. Exclusionary practices, such as in-school suspension, out-of-school suspension, and expulsion, negatively impact academic and social–emotional–behavioral outcomes for all students, especially students with EBD. This article identifies the overlapping principles of culturally responsive teaching and culturally responsive pedagogy as theorized by Gay and Ladson-Billings so that teachers of students of color identified with EBD can better support the specific learning needs of their students. These principles are explicitly applied to behavior-specific praise and error corrections, two evidence-based classroom behavioral management practices.
Citation/Source
Power, M. E., Kelley, M. H., Selders, K. J., & Green, A. L. (2023). Culturally Responsive Evidence-Based Practices for Black Males with Emotional Behavioral Disorders. Intervention in School and Clinic, 0(0
Publication Date 2024
